| Contexts which shape and reshape new teachers’ identities: A multi-perspective study MA Flores, C Day Teaching and teacher education 22 (2), 219-232, 2006 | 2835 | 2006 |
| Desenvolvimento profissional de professores: os desafios da aprendizagem permanente C Day, MA Flores | 2157 | 2001 |
| COVID-19 and teacher education: a literature review of online teaching and learning practices C Carrillo, MA Flores European journal of teacher education 43 (4), 466-487, 2020 | 1575 | 2020 |
| Formação e avaliação de professores JA de Brito Pacheco, A Flores | 799 | 2000 |
| Teacher education in times of COVID-19 pandemic in Portugal: national, institutional and pedagogical responses M Assunção Flores, M Gago Journal of Education for Teaching 46 (4), 507-516, 2020 | 796 | 2020 |
| Person and context in becoming a new teacher MA Flores Journal of education for teaching 27 (2), 135-148, 2001 | 393 | 2001 |
| Being a novice teacher in two different settings: Struggles, continuities, and discontinuities MA Flores Teachers College Record 108 (10), 2021-2052, 2006 | 359 | 2006 |
| The impact of school culture and leadership on new teachers' learning in the workplace MAC Flores International Journal of Leadership in Education 7 (4), 297-318, 2004 | 323 | 2004 |
| Assessment revisited: a review of research in Assessment and Evaluation in Higher Education D Pereira, MA Flores, L Niklasson Assessment & Evaluation in Higher Education 41 (7), 1008-1032, 2016 | 313 | 2016 |
| Teacher collaboration and professional development in the workplace: A study of Portuguese teachers AM Forte, MA Flores European journal of teacher education 37 (1), 91-105, 2014 | 298 | 2014 |
| The COVID-19 pandemic and its effects on teacher education MA Flores, A Swennen European Journal of Teacher Education 43 (4), 453-456, 2020 | 295 | 2020 |
| Algumas reflexões em torno da formação inicial de professores MA Flores Educação. Porto Alegre, 182-188, 2010 | 293 | 2010 |
| Teacher education curriculum MA Flores International Handbook of Teacher Education: Volume 1, 187-230, 2016 | 276 | 2016 |
| Perceptions of effectiveness, fairness and feedback of assessment methods: a study in higher education MA Flores, AM Veiga Simão, A Barros, D Pereira Studies in Higher Education 40 (9), 1523-1534, 2015 | 243 | 2015 |
| A case study on project led education in engineering: students' and teachers' perceptions RM Lima, D Carvalho, M Assunção Flores, N Van Hattum-Janssen European journal of engineering education 32 (3), 337-347, 2007 | 243 | 2007 |
| Aprendizagem e desenvolvimento profissional de professores: contextos e perspectivas MA Flores, AMV Simão Edições pedago, 2009 | 234 | 2009 |
| Engaging students in learning: findings from a study of project-led education S Fernandes, D Mesquita, MA Flores, RM Lima European Journal of Engineering Education 39 (1), 55-67, 2014 | 215 | 2014 |
| Dilemas e desafios na formação de professores MA Flores Formação de professores: perspectivas educacionais e curriculares. Porto …, 2003 | 212 | 2003 |
| A indução no ensino: desafios e constrangimentos MA Flores Lisboa: Instituto de Inovação Educacional, 2000 | 207 | 2000 |
| Effects of national policies on teachers' sense of professionalism: Findings from an empirical study in Portugal and in England C Day, MA Flores, I Viana European Journal of Teacher Education 30 (3), 249-265, 2007 | 200 | 2007 |
